WISCAPE Newshttp://www.wiscape.wisc.edu/urn:uuid:592dc137-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2018/01/25/uw-madison-s-hora-receives-national-book-honor-from-aac-u-for-beyond-the-skills-gap UW-Madison’s Hora receives national book honor from AAC&U for ‘Beyond the Skills Gap’A recent publication from UW-Madison’s Matthew Hora is being honored by the Association of American Colleges and Universities (AAC&U) with its 2018 Frederic W. Ness Book Award, which is given to the work that best contributes to the understanding and improvement of liberal education. Hora is being recognized for “Beyond the Skills Gap: Preparing College Students for Life and Work.” Hora wrote the book with Ross J. Benbow, an associate researcher with WCER, and Amanda K. Oleson, an education scholar focused on workforce pathways.Thu, 25 Jan 2018 11:33:00 Z<p>A recent publication from UW-Madison&rsquo;s Matthew Hora is being honored by the Association of American Colleges and Universities (AAC&amp;U) with its 2018 Frederic W. Ness Book Award, which is given to the work that best contributes to the understanding and improvement of liberal education.</p>
<p>Hora is being recognized for &ldquo;Beyond the Skills Gap: Preparing College Students for Life and Work.&rdquo; The book explores how educators can ensure that graduates are adequately prepared for the future, challenging the argument that sluggish economic growth is due to a higher education system insufficiently attuned to workplace needs, with the solution being more specialized technical training and fewer liberal arts graduates. </p>
<p><img class="FloatImageRight" title="Beyond the Skills Gap" alt="Beyond the Skills Gap" displaymode="Original" src="http://www.wiscape.wisc.edu/images/WebDispenser/news-and-events/beyond-the-skills-gap.jpg?sfvrsn=0" />Hora is an assistant professor of adult and higher education in the Department of Liberal Arts and Applied Studies at UW&ndash;Madison, and is an affiliate with the School of Education&rsquo;s <a target="_blank" title="Visit the department webpage" href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy Analysis</a>. Hora is also a research scientist with the Wisconsin Center for Education Research (WCER), and the director of UW-Madison&rsquo;s&nbsp;<a title="Visit the center's website" target="_blank" href="http://ccwt.wceruw.org/">Center for College-Workforce Transitions (CCWT)</a>, which is housed within&nbsp;<a target="_blank" href="https://www.wcer.wisc.edu/">WCER</a>. Hora wrote the book with Ross J. Benbow, an associate researcher with WCER, and Amanda K. Oleson, an education scholar focused on workforce pathways.</p>
<p>Hora is being presented with the award at&nbsp;<a href="https://www.aacu.org/AM18">AAC&amp;U&rsquo;s Annual Meeting</a>&nbsp;on Thursday, Jan. 25 Washington, DC.</p>
<p>The book&rsquo;s authors challenge this conception of the &ldquo;skills gap,&rdquo; highlighting instead the value of broader twenty-first-century skills in postsecondary education. In the book, the authors advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students.&nbsp;Beyond the Skills Gap&nbsp;emphasizes the critical role of educational practice and design in preparing students for the workforce and ensuring that future employees develop robust technical expertise, cultivate problem-solving and communication skills, transfer abstract knowledge to real-world situations, and foster a lifelong aptitude for self-directed learning.&nbsp;</p>
<p>&ldquo;We are thrilled and honored to receive the Ness Award. We hope that our research draws attention to the need to invest in our postsecondary teaching workforce, who are on the frontlines cultivating the transferable and disciplinary habits of mind that employers and a democratic society desperately need,&rdquo; Hora says in this <a target="_blank" href="https://www.aacu.org/press/press-releases/aacu-presents-2018-frederic-w-ness-book-award">AAC&amp;U news release</a> announcing the award.</p>
<p>This year&rsquo;s Ness award winner was selected by a committee of higher education leaders including William Craft (chair), President of Concordia College; Royce Engstrom, Professor of Chemistry at the University of Montana; and Leslie Wong, President of San Francisco State University.</p>
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&ldquo;Beyond the Skills Gap&rdquo;&nbsp;began not as a polemic, but as a research project to discern the genuine workforce skills and habits of mind that can drive a strong economy, engaged democracy, and individual flourishing,&rdquo; Craft says in the news release. &ldquo;That research focus makes the book&rsquo;s conclusions&mdash;about the virtues of liberal learning and what its authors call an education &lsquo;more grounded, more authentic, and more transferable&rsquo;&mdash;all the more compelling.&rdquo;</p>
<p><a href="https://www.aacu.org/about/ness-award">The Ness Book Award</a>&nbsp;was established by AAC&amp;U in 1979 to honor AAC&amp;U President Emeritus Frederic W. Ness. </p>
<p>For more information, visit: <a target="_blank" href="http://hepg.org/hep-home/books/beyond-the-skills-gap#">&ldquo;Beyond the Skills Gap: Preparing College Students for Life and Work."</a>&nbsp;</p>
<p>AAC&amp;U is the leading national association dedicated to advancing the vitality and public standing of liberal education by making quality and equity the foundations for excellence in undergraduate education in service to democracy.</p>urn:uuid:5a1dc137-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/12/27/inside-higher-ed-highlights-work-of-uw-madison-s-hillman-on-performance-based-fundingInside Higher Ed highlights work of UW-Madison's Hillman on performance-based fundingInside Higher Ed recently reported on two new academic research papers that are identifying some negative consequences linked to performance-based funding formulas being used in different places across the United States. And one of the new papers noted is from UW-Madison’s Nick Hillman, who has published several reports on this topic and is an associate professor with the School of Education's Department of Educational Leadership and Policy Analysis. Wed, 27 Dec 2017 11:27:00 Z<p>Inside Higher Ed recently reported on two new academic research papers that are identifying some negative consequences linked to performance-based funding formulas being used in different places across the United States.</p>
<p>And one of the papers noted is from UW-Madison&rsquo;s Nick Hillman, who has published several reports on this topic.</p>
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As Inside Higher Ed explains: &ldquo;So far 35 states&nbsp;tie some funding for public colleges to metrics like graduation rates or degree production. And the Higher Education Act rewrite the GOP is advancing in the U.S. House of Representatives also includes aspects of&nbsp;<a href="https://www.insidehighered.com/news/2017/12/04/republican-bill-would-reshape-how-colleges-are-held-accountable">performance funding</a>&nbsp;by requiring that 25 percent of students at minority-serving institutions must complete in order for those colleges to be eligible for some federal funding streams.&rdquo;</p>
<p>The report goes on to highlight a <a target="_blank" title="View the journal article here" href="http://journals.sagepub.com/doi/pdf/10.1177/0002764217744834">new paper</a> from Hillman published in the journal American Behavioral Scientist that found equity problems with performance funding.</p>
<p>Inside Higher Ed reports that Hillman&rsquo;s &ldquo;paper said minority-serving institutions in states with performance formulas on average lose &lsquo;significant funding&rsquo; on a per-student basis compared with other colleges in those states or with minority-serving ones in states without performance funding."</p>
<p>"These findings signal that minority-serving institutions are, on average, negatively affected by performance-based funding models and could ostensibly alter the missions of these institutions," the study concludes.</p>
<p>Hillman is an associate professor with the School of Education's&nbsp;<a href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy Analysis</a>. He studies higher education finance and policy, and his research focuses on how policies affect educational access and success. Hillman also is a faculty affiliate with UW-Madison's La Follette School of Public Affairs, and is a&nbsp;<a href="https://www.wiscape.wisc.edu/">Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE)</a>&nbsp;faculty affiliate.<br />
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To learn more, read the Insider Higher Ed report online: <a target="_blank" title="Visit Insidehighered.com to learn more" href="https://www.insidehighered.com/quicktakes/2017/12/18/negative-findings-performance-based-funding">&ldquo;Negative Findings on Performance-Based Funding.&rdquo;</a></p>urn:uuid:5f16c137-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/12/07/video-from-wiscape-talk---moving-the-needle-in-wisconsin---now-availableVideo from WISCAPE talk, 'Moving the Needle in Wisconsin,' now availableVideo from ​Noah Hirschl and Christian Smith's Nov. 17 WISCAPE presentation, ​"Moving the Needle in Wisconsin: High Schools Helping Economically Disadvantaged Students Get to College," is now available. Thu, 07 Dec 2017 16:47:46 ZVideo from ​Noah Hirschl and Christian Smith's Nov. 17 presentation, ​"<span>Moving the Needle in Wisconsin: High Schools Helping Economically Disadvantaged Students Get to College</span>," which was hosted by the <a href="http://wiscape.wisc.edu" title="Visit WISCAPE website" target="_blank">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE), is <a href="https://youtu.be/6UXiGgxAUiI" title="Visit YouTube to view video" target="_blank">now available on the WISCAPE YouTube channel</a>. <br />
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​Hirschl and Smith shared their ongoing research focused on identifying the common characteristics among high schools that facilitate college attendance,&nbsp;four​-year college attendance, and elite college attendance among economically disadvantaged students. <br />
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The event was cosponsored by the <a href="http://itp.wceruw.org/" title="Visit ITP website" target="_blank">Interdisciplinary Training Program in Education Sciences</a> (ITP). <br />
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WISCAPE is housed within the School of Education's <a href="https://elpa.education.wisc.edu/" title="Visit ELPA website" target="_blank">Department of Educational Leadership and Policy Analysis</a>.<br />
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<p><a href="https://youtu.be/6UXiGgxAUiI" title="Visit YouTube to view video" target="_blank">Watch the video on the WISCAPE YouTube channel.</a></p>urn:uuid:330ec137-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/12/04/conrad-and-dunek-s-cultivating-inquiry-driven-learners-translated-and-published-in-chineseConrad and Dunek’s ‘Cultivating Inquiry-Driven Learners’ translated and published in ChineseAn innovative and groundbreaking 2012 book co-authored by UW-Madison’s Clifton Conrad and Laura Dunek was recently translated into Chinese and published by Shanghai Scientific and Technological Education Publishing House. The book, which was initially published in English by the Johns Hopkins University Press, is titled, “Cultivating Inquiry-Driven Learners: A College Education for the 21st Century.”Mon, 04 Dec 2017 11:32:00 ZAn innovative and groundbreaking 2012 book co-authored by UW-Madison&rsquo;s Clifton Conrad and Laura Dunek was recently <a target="_blank" title="Go to Amazon" href="https://www.amazon.cn/%E5%9F%B9%E5%85%BB%E6%8E%A2%E7%A9%B6%E9%A9%B1%E5%8A%A8%E5%9E%8B%E5%AD%A6%E4%B9%A0%E8%80%85-21%E4%B8%96%E7%BA%AA%E7%9A%84%E5%A4%A7%E5%AD%A6%E6%95%99%E8%82%B2-%E5%85%8B%E5%88%A9%E5%A4%AB%E9%A1%BF%C2%B7%E5%BA%B7%E6%8B%89%E5%BE%B7/dp/B0776K46CK/">translated into Chinese and published</a> by Shanghai Scientific and Technological Education Publishing House.&nbsp;<br />
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<p>The book, which was initially published in English by the Johns Hopkins University Press, is titled, <a target="_blank" href="https://jhupbooks.press.jhu.edu/content/cultivating-inquiry-driven-learners">&ldquo;Cultivating Inquiry-Driven Learners: A College Education for the 21st Century.&rdquo;</a> </p>
<p><img class="FloatImageRight" title="Cultivating Inquiry-Driven Learners" alt="Book cover" displaymode="Original" src="http://www.wiscape.wisc.edu/images/WebDispenser/news-and-events/cultivating-inquiry-driven-learners.png?sfvrsn=0" />Conrad is a Vilas Distinguished Achievement Professor, a faculty member with the School of Education&rsquo;s&nbsp;<a href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy Analysis</a>, and the faculty director of the <a target="_blank" title="Visit WISCAPE website" href="http://wiscape.wisc.edu">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE). Dunek currently works with the UW System as a special assistant to the vice president for academic and student affairs. She is an alumna of the School of Education, having earned her Ph.D. in 2015 from the Department of Educational Leadership and Policy Analysis.</p>
<p>A preview of their book explains: &ldquo;Inquiry-driven learners anticipate, embrace, and adapt to disruptive change. Clifton Conrad and Laura Dunek advance a transformative purpose of a college education. They invite stakeholders from across higher education to engage in vigorous dialogue about the aims of a college education&mdash;and how to realize those aims. Increasingly influenced by market forces, many universities employ a default purpose of a college education: preparing students for entry into the workforce. As a result, students remain unprepared for a world in which much of the knowledge they acquire will have a shelf life of only a few years.</p>
<p>&ldquo;&lsquo;Cultivating Inquiry-Driven Learners&rsquo; charts a new way forward. It proposes that a college education prepare students to be innovative and adaptable by developing four signature capabilities: core qualities of mind, critical thinking skills, expertise in divergent modes of inquiry, and the capacity to express and communicate ideas. In concert, these capabilities empower students to explore and foster ideas that will prepare them to successfully navigate constant change, capitalize on career opportunities, enrich their personal lives, and thoughtfully engage in public life.&rdquo;</p>urn:uuid:3b0ec137-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/11/30/washington-post-utilizes-conrad-s-expertise-to-examine-maryland-s-efforts-to-end-inequality-in-higher-education-systemWashington Post utilizes Conrad’s expertise to examine Maryland’s efforts to end inequality in higher education systemAmong the people the Post speaks with to address this nuanced topic is UW-Madison’s Clifton Conrad, who has served as an expert witness and consultant in a range of high-profile civil rights cases involving higher education over the past several decades. Conrad has spent much of his career studying race and gender in higher education and has visited more than 50 historically black colleges and universities as part of his work with the U.S. Department of Justice and the Office of Civil Rights in the U.S. Department of Education. Conrad is a faculty member in the School of Education’s Department of Educational Leadership and Policy Analysis.Thu, 30 Nov 2017 12:02:00 Z<p>The Washington Post recently <a target="_blank" title="Read more at washingtonpost.com" href="https://www.washingtonpost.com/local/education/at-mds-historically-black-schools-the-pursuit-of-equity-without-forgoing-identity/2017/11/27/9ba494c2-cae6-11e7-aa96-54417592cf72_story.html?utm_term=.04928e01d126">published an article</a> examining a lawsuit that&rsquo;s designed to end inequality within Maryland&rsquo;s public higher education system.</p>
<p>Among the people the Post speaks with to address this nuanced topic is UW-Madison&rsquo;s Clifton Conrad, who has served as an expert witness and consultant in a range of high-profile civil rights cases involving higher education over the past several decades.</p>
<p>Conrad has spent more than three decades studying race and gender in higher education and has visited more than 50 historically black colleges and universities as part of his work with the U.S. Department of Justice and the Office of Civil Rights in the U.S. Department of Education. Conrad, a faculty member in the School of Education&rsquo;s&nbsp;<a title="View the ELPA home page" target="_blank" href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy Analysis </a>and the faculty director of the <a target="_blank" title="Visit WISCAPE website" href="http://wiscape.wisc.edu">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE), co-authored with Marybeth Gasman the 2015 book, <a title="Visit the Harvard University Press website to read more" target="_blank" href="http://www.hup.harvard.edu/catalog.php?isbn=9780674736801">&ldquo;Educating a Diverse Nation.&rdquo;</a></p>
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The Post report begins: &ldquo;Traditionally white public universities in Maryland count 122 academic programs that are not duplicated anywhere within the state system. Historically black state schools have only 11 such offerings. That disparity is at the core of a lawsuit, spanning more than a decade, to end inequality within Maryland&rsquo;s public higher education system. Advocates of the state&rsquo;s four historically black universities have fought for more high-demand academic programs they say would enhance the competitiveness and sustainability of each school. A recent ruling in the case could achieve those objectives and set Maryland and its four historically black universities on a path toward dismantling the legacy of segregation. But achieving parity among the state&rsquo;s institutions of higher learning may challenge notions of equity and identity as the four schools lay the groundwork for their future.&rdquo;</p>
<p>The report goes on to note how U.S. District Judge Catherine Blake earlier in November ordered the appointment of an independent monitor to create clusters of unique and high-demand academic programs at Morgan State University, Coppin State University, Bowie State University and the University of Maryland Eastern Shore. Blake also instructed the monitor to provide an undetermined amount of annual funding for marketing, student recruitment, financial aid and any related initiative over the next decade.</p>
<p>The Post adds: &ldquo;If the ruling goes unchallenged, it could bring to an end a lawsuit dating to 2006. That year, a coalition of alumni from Maryland&rsquo;s public historically black institutions sued the state for not spending enough on their alma maters. The graduates argued that Maryland was undermining the four schools and encouraging segregation by allowing well-funded, traditionally white public universities to duplicate programs offered at the historically black schools.&rdquo;</p>
<p>&ldquo;Judge Blake has provided a foundation for a potentially far-reaching remedy that will over time enhance the institutional identities of the historically black institutions beyond race,&rdquo; Conrad tells the Post. &ldquo;Equity is about more than just money.&rdquo;</p>
<p>From 1997 to 2010, Conrad served as a consultant to the Office for Civil Rights within the U.S. Department of Education regarding higher education desegregation in Maryland, Oklahoma, Texas and Virginia. He also has played a significant role in designing statewide plans for advancing desegregation in higher education in six states. From 2011-17, he served as a consultant in the case of the Coalition for Equity and Excellence in Maryland Higher Education vs. Maryland Higher Education Commission, et al. The judge ruled that the State of Maryland continues to perpetuate a segregated system of higher education by traditionally white institutions. That decision is based largely on the research and testimony of Conrad, who is cited throughout the decision.</p>
<p>Conrad explains to the Post how a dual and unequal university system is a vestige of segregation in higher education. He notes how that inequality is reflected in the disparities in the academic offerings within Maryland&rsquo;s public higher education system.</p>
<p>&ldquo;When you have institutional identities anchored in programs, then the money will come along with that in terms of students bringing money to programs, hiring faculty who can bring in external funding or getting more resources from the state.&rdquo; Conrad tells the Post.</p>
<p>To learn much more about this topic and the lawsuit, check out the entire Washington Post report: <a target="_blank" href="https://www.washingtonpost.com/local/education/at-mds-historically-black-schools-the-pursuit-of-equity-without-forgoing-identity/2017/11/27/9ba494c2-cae6-11e7-aa96-54417592cf72_story.html?utm_term=.04928e01d126">&ldquo;At Md.&rsquo;s historically black schools, the pursuit of equity without forgoing identity.&rdquo;</a></p>urn:uuid:d703c137-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/11/14/video-from-wiscape-talk-with-andy-and-dee-hall-now-availableVideo from WISCAPE talk with Andy and Dee Hall now availableVideo from the ​Nov. 2 talk with Andy and Dee J. Hall, founders of the award-winning Wisconsin Center for Investigative Journalism, is now available on the WISCAPE YouTube channel. Tue, 14 Nov 2017 17:49:47 ZVideo from the ​Nov. 2 talk with Andy and Dee J. Hall, founders of the award-winning <a href="http://wisconsinwatch.org/" title="Visit WCIJ website" target="_blank">Wisconsin Center for Investigative Journalism</a>, which was hosted by the <a href="http://wiscape.wisc.edu" title="Visit WISCAPE website" target="_blank">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE), is <a href="https://youtu.be/bshniaqpkrg" title="Visit YouTube to view video" target="_blank">now available on the WISCAPE YouTube channel</a>. <br />
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The Halls discussed their center's unique model, operating as an independent nonprofit within the School of Journalism and Mass Communication at UW-Madison, and ​shared insights into how they work with students and develop their stories. <br />
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The event was cosponsored by the <a href="https://journalism.wisc.edu/" title="Visit School of Journalism and Mass Communication website" target="_blank">School of Journalism and Mass Communication</a> and the <a target="_blank" title="Visit La Follette School website" href="http://www.lafollette.wisc.edu/">La Follette School of Public Affairs</a> at UW-Madison.<br />
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WISCAPE is housed within the School of Education's <a href="https://elpa.education.wisc.edu/" title="Visit ELPA website" target="_blank">Department of Educational Leadership and Policy Analysis</a>.<br />
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<p><a href="https://youtu.be/Hu4pl_T05CQ" title="Visit YouTube to view video" target="_blank">Watch the video on the WISCAPE YouTube channel.</a></p>urn:uuid:adf1c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/10/25/radomski-weighs-in-on-restructuring-of-uw-colleges-and-uw-extensionRadomski weighs in on proposed restructuring of UW Colleges and UW-ExtensionWISCAPE Managing Director Noel Radomski has​ weighed in extensively on the recent UW System proposal to restructure UW Colleges and UW-Extension, describing the proposal's ​potential and pitfalls and placing it in historical ​context. Wed, 25 Oct 2017 17:38:52 Z<p>Noel Radomski, the managing director of the <a href="http://wiscape.wisc.edu" title="Visit WISCAPE website" target="_blank">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE), has​ weighed in extensively on the recent UW System proposal to restructure UW Colleges and UW-Extension, describing the proposal's ​potential and pitfalls and placing it in historical ​context. <br />
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​<img style="float: right; margin-bottom: 10px; margin-left: 15px;" title="noel_Radomski150px" alt="Noel Radomski" displaymode="Original" src="http://www.wiscape.wisc.edu/images/WebDispenser/news-and-events/noel_radomski150px.jpg?sfvrsn=0" />If approved, the <a href="https://www.wisconsin.edu/news/archive/uw-system-to-restructure-uw-colleges-and-uw-extension-to-expand-access-to-higher-education/" title="View UW System press release about the proposal" target="_blank">proposal</a> would ​merge UW Colleges with various four-year UW institutions as part of a broader restructuring of UW Colleges and UW-Extension. ​It would also ​assign the various divisions of UW-Extension to UW-Madison and UW System Administration and eliminate the statewide office, currently led by Chancellor Cathy Sandeen, that runs both UW Colleges and UW-Extension. <br />
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Radomski has written two ​WISCAPE blog posts ​discussing the proposal​:</p>
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<li><a href="http://wiscape.wisc.edu/wiscape/home/blog/wiscape-blog/2017/10/13/reflections-on-the-proposed-uw-colleges-and-uw-extension-restructuring" title="Visit WISCAPE blog to view post" target="_blank">Reflections on the proposed UW Colleges and UW-Extension restructuring</a> <em>(Oct. 13, 2017)</em></li>
<li><a href="http://wiscape.wisc.edu/wiscape/home/blog/wiscape-blog/2017/10/19/more-reflections-on-the-proposed-uw-colleges-and-uw-extension-restructuring" title="Visit WISCAPE blog to view post" target="_blank">More reflections on the proposed UW Colleges and UW-Extension restructuring</a> <em>(Oct. 19, 2017)</em></li>
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In addition, he has been quoted in several news articles, including reports in the <a target="_blank" title="Visit Daily Cardinal to view article" href="http://www.dailycardinal.com/article/2017/11/uw-restructuring-rumors-and-unanswered-questions-trouble-faculty-and-administrators">Daily Cardinal</a>, <a href="https://badgerherald.com/news/2017/10/24/declining-enrollment-rates-across-uw-system-campuses-prompt-administrative-action/" title="Visit Badger Herald website to view article" target="_blank">Badger Herald</a>, <a href="http://www.jsonline.com/story/money/business/2017/10/24/proposed-uw-extension-changes-have-some-worried-losing-jobs-services/784986001/" title="Visit jsonline.com to view article" target="_blank">Milwaukee Journal Sentinel</a>, <a href="http://host.madison.com/wsj/news/local/education/university/latest-actions-deepen-divide-between-uw-system-leaders-and-many/article_60f7eba1-ae60-55ea-928c-64503dbc02b7.html" title="Visit Madison.com to view article" target="_blank">Wisconsin State Journal</a>, ​<a href="http://host.madison.com/ct/news/local/education/university/uw-system-merger-proposal-spurs-questions-about-how-plan-was/article_9bc1ba80-c158-5bf2-a4e1-eff6adb1fbb3.html" title="Visit Madison.com to view article" target="_blank">Capital Times</a>, and <a href="http://www.wiscnews.com/news/local/education/university/article_9ac3b83a-9c23-5e67-b99a-45c75859a693.html" title="Visit WiscNews.com to view article" target="_blank">WiscNews</a>. <br />
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On Oct. 20, ​Frederica Freyburg ​talked to Radomski, along with UW System President Ray Cross, about the plan for the <a href="https://wpt.org/here-and-now/president-ray-cross-weighs-system-restructuring" title="Visit WPT website to view article" target="_blank">Wisconsin Public Television show "Here and Now."</a><br />
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Though Radomski has shared some possible benefits of the proposal, he has called for extending the timeline to review, approve, and implement it to allow for further public dialogue and criticism. The current timeline​ -- which calls for the UW Board of Regents to vote on the proposal at its November meeting and then implement it by July 2018 ​-- is "folly," he said. <br />
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"I have talked with a lot of faculty and staff at Extension and the (two-year) colleges and they are not inherently opposed to the restructuring​," he said in an interview for the Milwaukee Journal Sentinel. "But they have lots of questions, and they recognize that the details aren't there."<br />
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WISCAPE is housed in within the <a target="_blank" title="Visit ELPA website" href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy Analysis</a> in UW-Madison's School of Education.urn:uuid:87f0c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/10/25/jackson-to-receive-alumni-achievement-award-from-iowa-state-s-college-of-human-sciencesJackson to receive Alumni Achievement Award from Iowa State’s College of Human SciencesUW-Madison’s Jerlando Jackson will be presented the Alumni Achievement Award from the College of Human Sciences at Iowa State University on Friday, Oct. 27. As the highest alumni distinction given by Iowa State’s College of Human Sciences, the Alumni Achievement Award recognizes alumni for meritorious service and/or distinguished achievements in areas such as business and industry, education, family and consumer sciences and health. Jackson is the Vilas Distinguished Professor of Higher Education and a faculty member with the School of Education’s Department of Educational Leadership and Policy Analysis.Wed, 25 Oct 2017 13:29:40 Z<p>UW-Madison&rsquo;s Jerlando Jackson will be presented the Alumni Achievement Award from the College of Human Sciences at Iowa State University on Friday, Oct. 27.</p>
<p>Jackson is the Vilas Distinguished Professor of Higher Education and a faculty member with the School of Education&rsquo;s Department of Educational Leadership and Policy Analysis. Jackson also is director and chief research scientist of Wisconsin&rsquo;s Equity and Inclusion Laboratory with the Wisconsin Center for Education Research.</p>
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As the highest alumni distinction given by Iowa State&rsquo;s College of Human Sciences, the Alumni Achievement Award recognizes alumni for meritorious service and/or distinguished achievements in areas such as business and industry, education, family and consumer sciences and health.</p>
<p>Five awards are given to deserving individuals who have made an impact within their world. These alums are carrying out the vision of the College of Human Sciences on an everyday basis. Whether working in our schools, universities, or non-profit organizations, they are expanding human potential and improving people's lives.</p>
<p>Jackson previously received from Iowa State the Outstanding Young Professional Award from the School of Education and the Outstanding Young Professional Award from the Alumni Association in 2004 and 2012 respectively. He received his Ph.D. in higher education in 2000 from Iowa State University, is a life member of the Alumni Association, and a member of the Order of the Knoll (President&rsquo;s Circle). </p>
<p>Since 2000, Jackson has been on the faculty at UW-Madison. </p>
<p>Nominators for the Alumni Achievement Award referred to Jackson as the preeminent scholar in research on workforce diversity and workplace discrimination in higher education. He has more than 100 publications and secured more than $10 million in external funding.&nbsp;</p>urn:uuid:03e4c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/10/11/uw-madison-s-jackson-to-deliver-diversity-lecture-at-the-college-of-william---maryUW-Madison's Jackson to deliver Diversity Lecture at the College of William & MaryUW-Madison's Jerlando Jackson will give a talk on Wednesday, Oct. 11, at the College of William & Mary as part of the institution's Diversity Lecture Series. The talk is titled, "Diversity Prism Imperative: Advancing Organizational Ownership of Disparities in Higher Education." In the talk, Jackson will discuss his new working concept of Diversity Prism Imperative in relation to the changing landscape of student bodies, faculty and staff at colleges and universities in the United States growing more diverse.Wed, 11 Oct 2017 10:00:00 Z<p>UW-Madison's Jerlando Jackson will give a talk on Wednesday, Oct. 11, at the College of William &amp; Mary as part of the institution's Diversity Lecture Series.<br />
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Jackson is UW-Madison's Vilas Distinguished Professor of Higher Education and the director and chief research scientist of&nbsp;<a href="http://weilab.wceruw.org/">Wisconsin&rsquo;s Equity and Inclusion Laboratory (Wei LAB)</a>, which is housed in the&nbsp;<a href="http://www.wcer.wisc.edu/">Wisconsin Center for Education Research (WCER)</a>. He is a faculty member with the School of Education&rsquo;s&nbsp;<a href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy&nbsp;Analysis</a> and and is a&nbsp;<a href="https://www.wiscape.wisc.edu/">Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE)</a>&nbsp;faculty affiliate.</p>
The talk is titled, "Diversity Prism Imperative: Advancing Organizational Ownership of Disparities in Higher Education." In the talk, Jackson will discuss his new working concept of Diversity Prism Imperative in relation to the changing landscape of student bodies, faculty and staff at colleges and universities in the United States growing more diverse.urn:uuid:26e7c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/10/09/wiscape-s--this-just-published--blog-series-to-highlight-journal-articlesWISCAPE’s ‘This Just Published’ blog series to highlight journal articlesThe Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE) is excited to announce the launch of its first regular blog series, titled “This Just Published.” Each month, “This Just Published” will showcase and summarize a selection of recently published, peer-reviewed journal articles threaded by a common theme in higher education. The first post is focused on LGBTQ+ issues.Mon, 09 Oct 2017 15:37:39 Z<p><img style="vertical-align: middle;" title="This Just Published logo, WISCAPE" alt="This Just Published logo, WISCAPE" displaymode="Original" src="http://www.wiscape.wisc.edu/images/WebDispenser/wiscapeimages/this-just-published-logo-480-pixels.jpg?sfvrsn=2" /><br />
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The <a target="_blank" title="Visit WISCAPE website" href="http://wiscape.wisc.edu">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE) is excited to announce the launch of its first regular blog series, titled &ldquo;This Just Published.&rdquo;</p>
<p>Each month, &ldquo;This Just Published&rdquo; will showcase and summarize a selection of recently published, peer-reviewed journal articles threaded by a common theme in higher education. <a target="_blank" title="View blog post" href="https://www.wiscape.wisc.edu/wiscape/home/blog/wiscape-blog/2017/10/09/this-just-published-what's-new-in-lgbtq">The first post</a> is focused on LGBTQ+ issues.</p>
<p>The purpose of this series is twofold. First, it will highlight the important work of higher education scholars,&nbsp;primarily throughout the United States. Furthermore, each edition will aim to share research from diverse voices, from graduate students to seasoned professors, all with varied backgrounds, life experiences, and perspectives on key issues in academia.</p>
<p>Although the posts may offer some critique of journal articles, the primary emphasis will be to highlight the studies&rsquo; strengths and provide ideas as to how future studies can capitalize on their foundation. Finally, &ldquo;This Just Published&rdquo; hopes to distill these articles&rsquo; comprehensive content to primary points that will encourage you, the blog reader, to check out the complete articles and have a richer understanding of what they address.&nbsp;</p>
<p>We also welcome your voice. If you would like to serve as a guest writer and have a higher education theme or topic that you would like to address, please contact <a title="Email Brett Nachman" href="mailto:bnachman@wisc.edu">Brett Ranon Nachman</a> with a brief proposal of what you would cover.</p>
<p><a target="_blank" title="View blog post" href="https://www.wiscape.wisc.edu/wiscape/home/blog/wiscape-blog/2017/10/09/this-just-published-what's-new-in-lgbtq">View &ldquo;This Just Published&rdquo; on the WISCAPE blog</a>. </p>urn:uuid:f5e5c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/10/06/radomski-questions-rapid-growth-of-uw-flexible-option-programRadomski questions rapid growth of UW Flexible Option programIn a Wisconsin State Journal article, WISCAPE's Noel Radomski ​questioned changes to the state budget requiring the UW System to expand the UW Flexible Option program. Fri, 06 Oct 2017 18:20:15 Z​A​fter Gov. Scott Walker ​made changes to the state budget requiring the UW System to double the number of courses offered through its online <a href="https://flex.wisconsin.edu/" target="_blank" title="Visit UW Flexible Option website">Flexible Option</a> program over the next two years, WISCAPE's Noel Radomski ​questioned the program's rapid growth. <br />
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&ldquo;Is this really addressing the real needs of adult learners?&rdquo; he asked in <a href="http://host.madison.com/wsj/news/local/education/university/budget-requires-uw-to-double-flexible-option-program-with-no/article_a7c0839e-bbd3-5ea5-b15f-8718667c47df.html" title="Visit Madison.com to view article" target="_blank">a Wisconsin State Journal article</a> about the changes. <br />
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<p>Radomski noted in the article that "it has been hard to find detailed statistics about student outcomes in Flexible Option, or the money and staff time that has gone into building up the program and its support services, which include advising, financial aid and course development."</p>
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<p>He attributed the growth "more to the political appeal of competency-based education than the merits of Flexible Option itself."</p>
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<p>&ldquo;It was a political decision and they just keep putting money into it,&rdquo; Radomski said.<br />
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Radomski is the managing director of the <a target="_blank" title="Visit WISCAPE website" href="http://wiscape.wisc.edu">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE), which is housed in within the <a href="https://elpa.education.wisc.edu/" title="Visit ELPA website" target="_blank">Department of Educational Leadership and Policy Analysis</a> in UW-Madison's School of Education.</p>
</div>urn:uuid:0be4c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/10/06/wang-lee-and-prevost-publish-new-report-in-community-college-reviewUW's Wang, Lee and Prevost publish new report in Community College ReviewUW-Madison's Xueli Wang, Seo Young Lee and Amy Prevost recently published a report included in the Community College Review's special issue titled "Transfer Matters." The special issue focuses on highlighting new research about transfer students and the community college sector. Wang, Lee and Prevost's study is titled, "The Role of Aspirational Experiences and Behaviors in Cultivating Momentum for Transfer Access in STEM: Variations Across Gender and Race."Fri, 06 Oct 2017 10:34:00 ZUW-Madison's Xueli Wang, Seo Young Lee and Amy Prevost recently published a report included in the Community College Review's special issue titled "Transfer Matters."<br />
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Lead author Wang is an associate professor with the School of Education's <a target="_blank" title="Visit the department webpage" href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy Analysis</a>, and a faculty affiliate of the <a target="_blank" href="https://www.wiscape.wisc.edu/">Wisconsin Center for the Advancement of Postsecondary Education</a>. Co-author Lee is a doctoral student with the <a target="_blank" title="Visit the department webpage" href="https://edpsych.education.wisc.edu/">Department of Educational Psychology</a> and co-author Prevost is a researcher with the <a target="_blank" title="Visit the research center" href="https://www.wcer.wisc.edu/">Wisconsin Center for Education Research</a>.&nbsp;<br />
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<img class="FloatImageRight" title="crwa_45_4.cover" alt="Special Issue" displaymode="Original" src="http://www.wiscape.wisc.edu/images/WebDispenser/news-and-events/crwa_45_4-cover.png?sfvrsn=0" />The special issue focuses on highlighting new research about transfer students and the community college sector.<br />
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Wang, Lee and Prevost's study is titled, "The Role of Aspirational Experiences and Behaviors in Cultivating Momentum for Transfer Access in STEM: Variations Across Gender and Race."<br />
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The study explored four different aspects of community college STEM students' aspirations, experiences and behaviors in regards to transfer, such as support for transfer, transfer service usage, transfer-oriented interactions and transfer information acquisition, with attention placed on gender, race and ethnicity.&nbsp;<br />
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<p>&ldquo;Community colleges are an important piece of the STEM workforce puzzle, but institutions must have a nuanced understanding of what motivates students to transfer,&rdquo; said Wang about the report. &ldquo;Transfer systems must take into consideration gender and racial differences to successfully support all students.&rdquo;</p>
<p>The full article can be found online <a target="_blank" title="Read the full article" href="http://journals.sagepub.com/doi/full/10.1177/0091552117724511">here</a>, and the special issue is available <a target="_blank" title="Read the special issue" href="http://journals.sagepub.com/toc/crwa/45/4">here</a> without a subscription through Oct. 31.</p>urn:uuid:fbe3c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/10/05/jackson-chairs-international-colloquium-on-black-males-in-education-sixth-global-summit-this-weekJackson chairing International Colloquium on Black Males in Education's global summit in TorontoThe International Colloquium on Black Males in Education is having its annual global summit this week, from Oct. 3 to Oct. 6, chaired by UW-Madison's Jerlando Jackson. The sixth annual global summit, to be attended by researchers, policymakers, parents and students, was featured in a recent article from the Toronto Star. Toronto was chosen as the summit's location because its one of the world's most diverse cities. "We saw it as a unique place to unpack the divergent experiences from a global perspective," Jackson told the Toronto Star.Thu, 05 Oct 2017 10:29:00 Z<p>The International Colloquium on Black Males in Education is having its annual global summit this week, from Oct. 3 to Oct. 6, chaired by UW-Madison's Jerlando Jackson. <br />
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The sixth annual global summit, to be attended by researchers, policymakers, parents and students, was featured in a recent <a target="_blank" href="https://www.thestar.com/yourtoronto/education/2017/10/02/summit-on-barriers-faced-by-black-male-students-comes-to-toronto.html">article </a>from the Toronto Star.<br />
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Jackson is UW-Madison's Vilas Distinguished Professor of Higher Education and the director and chief research scientist of&nbsp;<a href="http://weilab.wceruw.org/">Wisconsin&rsquo;s Equity and Inclusion Laboratory (Wei LAB)</a>, which is housed in the&nbsp;<a href="http://www.wcer.wisc.edu/">Wisconsin Center for Education Research (WCER)</a>. He is a faculty member with the School of Education&rsquo;s&nbsp;<a href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy&nbsp;Analysis</a> and and is a&nbsp;<a href="https://www.wiscape.wisc.edu/">Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE)</a>&nbsp;faculty affiliate.</p>
The summit explores topics such as recruiting diverse male teachers, engaging black youth through redesigned curriculum, ways to ​increase graduation rates, workshops for students who are interested in pursuing post-secondary or graduate school and more.&nbsp;<br />
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The summit's "roots" are back in 2009, when Jackson and co-founder James Moore of Ohio State University discovered that the gaps and systemic barriers for black male students were consistent and global.&nbsp;<br />
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Toronto was chosen as the summit's location because its one of the world's most diverse cities.&nbsp;<br />
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"We saw it as a unique place to unpack the divergent experiences from a global perspective," Jackson told the Toronto Star.<br />
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Read the full article: <a title="Read more on the Toronto Star website" target="_blank" href="https://www.thestar.com/yourtoronto/education/2017/10/02/summit-on-barriers-faced-by-black-male-students-comes-to-toronto.html">"Summit on barriers faced by Black male students comes to Toronto."</a>urn:uuid:3cdcc037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/10/02/hillman-crespin-trujillo-co-author-paper-on-performance-funding-in-ohio-and-tennesseeUW-Madison's Hillman, Crespin-Trujillo co-author paper on performance fundingUW-Madison's Nicholas Hillman and Valerie Crespin-Trujillo recently co-authored a paper in the American Educational Research Journal titled "Evaluating the Impact of Performance Funding in Ohio and Tennessee." The paper explores how Tennessee and Ohio have responded to using performance-based funding models that tie appropriations directly to educational outcomes. The research states that the only significant positive effects were that Tennessee community colleges produced more certificates.Mon, 02 Oct 2017 11:09:00 ZUW-Madison's Nicholas Hillman and Valerie Crespin-Trujillo recently co-authored a paper in the American Educational Research Journal titled "Evaluating the Impact of Performance Funding in Ohio and Tennessee."<br />
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The paper explores how Tennessee and Ohio have responded to using performance-based funding models that tie appropriations directly to educational outcomes. The research states that the only significant positive effects were that Tennessee community colleges produced more certificates.<br />
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<p>Hillman is an associate professor with the School of Education's&nbsp;<a href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy Analysis</a>. He studies higher education finance and policy, and his research focuses on how policies affect educational access and success. Hillman also is a faculty affiliate with UW-Madison's La Follette School of Public Affairs, and is a&nbsp;<a href="https://www.wiscape.wisc.edu/">Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE)</a>&nbsp;faculty affiliate.</p>
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Cresp&iacute;n-Trujillo is a Ph.D. student with the School of Education&rsquo;s Department of Educational Leadership and Policy Analysis whose current research agenda explores how public policies and institutional decision-making impact postsecondary access and outcomes for students.</p>
<p>The report is also &nbsp;co-authored by Alisa Hicklin Fryar, an associate professor of political science at the University of Oklahoma. She specializes in public administration, public policy, American politics, and higher education policy.<br />
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Read the full research paper:<a target="_blank" title="Read the paper" href="http://journals.sagepub.com/doi/full/10.3102/0002831217732951"> "Evaluating the Impact of Performance Funding in Ohio and Tennessee."</a></p>urn:uuid:a9dac037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/09/26/uw-alum-steven-olikara-challenges-students-to-be-engaged-in-politicsUW-Madison alum Olikara challenges students to be engaged in politicsSteven Olikara, a 2012 graduate of UW-Madison and the founder and president of the Millennial Action Project, delivered a lecture on Tuesday, Sept. 19, hosted by WISCAPE. Tue, 26 Sep 2017 17:09:49 ZSteven Olikara, a 2012 graduate of UW-Madison and the founder and president of the <a href="http://www.millennialaction.org/" title="Visit Millennial Action Project website" target="_blank">Millennial Action Project</a>, delivered a lecture on Tuesday, Sept. 19, focused on what public universities and college students can do to help restore a more functional governing system, through civic engagement and active ​community involvement. <br />
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<img src="http://www.wiscape.wisc.edu/images/WebDispenser/default-album/steven-olikara.tmb-small.jpg?sfvrsn=1" displaymode="Thumbnail" alt="Steven Olikara" title="Steven Olikara" style="float: right; margin-top: 5px; margin-bottom: 10px; margin-left: 15px;" width="197" height="262" />The event was hosted by the <a href="http://wiscape.wisc.edu" title="Visit WISCAPE website" target="_blank">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE) and cosponsored by the <a href="https://polisci.wisc.edu/" title="Visit Dept. of Political Science website" target="_blank">Department of Political Science</a> and the <a href="http://www.lafollette.wisc.edu/" title="Visit La Follette School website" target="_blank">La Follette School of Public Affairs</a>. <br />
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<p>Olikara noted the importance of colleges and universities ​as training grounds for ​the next generation of leaders. "This is a living laboratory for leadership," he said​, and institutions of higher education should ​ensure they are creating space to model constructive civil discourse​ on campus. <br />
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Olikara​ also encouraged students to listen to points of view that may be different from their own. &ldquo;It&rsquo;s very important that we have a variety of views represented on campus," he said. "When you hear another viewpoint, you are sharpening your own view​."<br />
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Video from Olikara's talk is <a href="https://youtu.be/Pxp4cD-_fPY" title="Visit YouTube to view video" target="_blank">available on the WISCAPE YouTube channel</a>. It was covered <a href="https://badgerherald.com/news/2017/09/19/uw-speaker-discusses-complex-role-of-millennials-in-national-politics/" title="Visit Badger Herald to view article" target="_blank">in the Badger Herald</a>. <br />
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Olikara also spoke with legislative staff in a morning talk at the Capitol, cosponsored by Rep. Dave Murphy's office. <br />
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Olikara was in Madison to launch the <a href="http://host.madison.com/ct/news/local/govt-and-politics/election-matters/young-lawmakers-launch-bipartisan-wisconsin-future-caucus/article_5f9e4d3f-5f88-5033-b130-eb100d5fa117.html" title="Visit Madison.com to learn more" target="_blank">Wisconsin Future Caucus</a>, a bipartisan group of state lawmakers under 40 who will work to find common ground on issues of importance to younger voters. <br />
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WISCAPE is housed within the <a href="https://elpa.education.wisc.edu/" title="Visit ELPA website" target="_blank">Department of Educational Leadership and Policy Analysis</a> in UW-Madison's School of Education, and "supports the pursuit, sharing, and implementation of promising ideas for addressing fundamental challenges in postsecondary education in Wisconsin, the United States, and internationally."</p>urn:uuid:11d5c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/09/20/uw-madison-s-hillman-featured-on-wort-and-no-jargon-education-policy-podcastUW-Madison's Hillman featured on WORT and 'No Jargon' education policy podcastUW-Madison's Nicholas Hillman was recently featured on both WORT-89.9 FM and the podcast "No Jargon" speaking about an array of education and policy issues. Hillman is an associate professor with the School of Education's Department of Educational Leadership and Policy Analysis who researches higher education finance and policy. He also is a Wisconsin Center for the Advancement of Postsecondary Education faculty affiliate.Wed, 20 Sep 2017 10:30:00 Z<p>UW-Madison's Nicholas Hillman was recently featured on both WORT-89.9 FM and the podcast "No Jargon" speaking about an array of education and policy issues.<br />
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Hillman is an associate professor with the School of Education's&nbsp;<a href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy Analysis</a>&nbsp;who researches higher education finance and policy. He also is a&nbsp;<a href="https://www.wiscape.wisc.edu/" target="_blank" title="Visit WISCAPE website">Wisconsin Center for the Advancement of Postsecondary Education</a>&nbsp;faculty affiliate.<br />
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Hillman was a guest on-air for WORT community radio on <a href="http://archive.wortfm.org/" target="_blank">Sept. 7</a> speaking about the Wisconsin state budget and the Joint Committee on Finance's faculty workload policy.&nbsp;<br />
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Additionally, Hillman was featured on a podcast episode of "No Jargon" along with University of Pennsylvania's Laura Perna. The episode was titled <a href="http://www.scholarsstrategynetwork.org/podcast/cost-college" target="_blank">"The Cost of College,"</a> and Hillman explains why student loan debt is such a huge issue today.&nbsp;<br />
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"No Jargon" is produced by the Scholars Strategy Network and is committed to discussing politics, policy problems and social issues with top university scholars without using inaccessible jargon.<br />
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</p>urn:uuid:01d5c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/09/19/wiscape-will-host-two-events-this-fall-on-latin@s-in-wisconsin-higher-educationWISCAPE hosting two events this fall on Latin@s in Wisconsin, higher educationThe Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE) will host two talks this fall semester focused on Latin@ students and families in Wisconsin and higher education. The first event is titled, "Supporting Latin@ Students at UW-Milwaukee and Marquette," and will take next Friday, Sept. 22. The second talk will take place on Oct. 24 and features Armando Ibarra from the Department of Labor Education, UW-Extension, discussing his findings and recommendations from his research of how Wisconsin Latin@ families are integrating into local communities.Tue, 19 Sep 2017 18:47:00 ZThe <a href="http://wiscape.wisc.edu/wiscape" target="_blank">Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE)</a> will host two talks this&nbsp;fall semester focused on Latin@ students and families in Wisconsin and higher education.&nbsp;<br />
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The first event is titled, <a href="http://wiscape.wisc.edu/wiscape/events/event-details/2017/09/22/default-calendar/supporting-latin@-students-at-uw-milwaukee-and-marquette" target="_blank">"Supporting Latin@ Students at UW-Milwaukee and Marquette,"</a> and will take next Friday, Sept. 22 from 12 to 1 p.m. in the Education Building's Wisconsin Idea Room. Jacqueline Black from Marquette University and Alberto Maldonado from UW-Milwaukee will speak about their efforts to support Latin@ students on campus.&nbsp;<br />
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The <a href="http://wiscape.wisc.edu/wiscape/events/event-details/2017/10/24/default-calendar/latin@-wisconsin-needs-assessment-and-family-integration" target="_blank">second talk</a> will take place on Oct. 24 from 12 to 1:30 p.m. in the Education Building's Wisconsin Idea Room and features Armando Ibarra from the Department of Labor Education, UW-Extension, discussing his findings and recommendations from his research of how Wisconsin Latin@ families are integrating into local communities.<br />
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WISCAPE is housed within UW-Madison's School of Education, and "supports the pursuit, sharing, and implementation of promising ideas for addressing fundamental challenges in postsecondary education in Wisconsin, the United States, and internationally."urn:uuid:6dd1c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/09/13/wiscape-s-radomski-expresses-support-for-campus-kkk-studyWISCAPE's Radomski expresses support for campus KKK studyWISCAPE's Noel Radomski is among ​the many individuals expressing support for ​UW-Madison's decision to look into the campus’s history with the Ku Klux Klan.Wed, 13 Sep 2017 19:55:07 ZNoel Radomski, managing director of the <a href="http://wiscape.wisc.edu" title="Visit WISCAPE website" target="_blank">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE), is among ​many individuals expressing support for ​UW-Madison's decision to look into the campus&rsquo;s history with the Ku Klux Klan.<br />
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Though the research will be controversial, ​Radomski <a href="https://badgerherald.com/news/2017/09/06/broad-campus-support-for-kk-study/" title="Visit Badger Herald website to view article" target="_blank">​said in a Badger Herald article</a>,&nbsp;​​open lines of communication are key to keeping the campus united in a time of possible division.<br />
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&ldquo;If the ad hoc committee&rsquo;s work is open, they adopt a strong outreach component during their work and after the report is finalized, then over time it will likely contribute to more inclusion,&rdquo; Radomski said.<br />
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<p>To make the study an &ldquo;excellent educational moment,&rdquo; the study group should "hold open forums, work with other UW organizations and keep the UW community updated as new information comes to light," he continued. The group "should also look at the role the campus faculty leaders played in the clubs affiliations with the KKK" to ​reach full conclusions​ about the activities happening in the 1920s. </p>
<p>&ldquo;As [we] know, in the 1920s, unlike today, student life, including student organizations, was heavily controlled by faculty and campus leaders,&rdquo; Radomski said.</p>
WISCAPE is housed in the&nbsp;<a href="http://elpa.education.wisc.edu/" target="_blank" title="Visit ELPA website">Department of Educational Leadership and Policy Analysis</a>&nbsp;(ELPA) within UW-Madison's&nbsp;School of Education.urn:uuid:15c5c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/09/05/uw-madison-s-wang--prevost-co-author-chapter-on-contextualized-math-coursesUW-Madison's Wang, Prevost co-author chapter on contextualized math coursesUW-Madison’s Xueli Wang and Amy Prevost are co-authors of a chapter examining contextualized math courses that appears in the summer 2017 issue of the “New Directions for Community Colleges,” a series that covers current trends in the field of community college education. The chapter from Wang and Prevost is titled, “A Researcher–Practitioner Partnership on Remedial Math Contextualization in Career and Technical Education Programs.”Tue, 05 Sep 2017 10:33:00 Z<p>UW-Madison&rsquo;s Xueli Wang and Amy Prevost are co-authors of a chapter examining contextualized math courses that appears in the <a href="http://onlinelibrary.wiley.com/doi/10.1002/cc.2017.2017.issue-178/issuetoc" title="Visit the new issue" target="_blank">summer 2017 issue of the &ldquo;New Directions for Community Colleges,&rdquo;</a> a series that covers current trends in the field of community college education.</p>
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The chapter from Wang and Prevost is titled, <a href="http://onlinelibrary.wiley.com/doi/10.1002/cc.20250/epdf" title="Read the co-authored chapter" target="_blank">&ldquo;A Researcher&ndash;Practitioner Partnership on Remedial Math Contextualization in Career and Technical Education Programs.&rdquo;&nbsp;</a> </p>
<p>A preview explains: "This chapter documents a partnership between university-based researchers and community college instructors and practitioners in their collective pursuit to improve student success in manufacturing programs at a large urban two-year technical college, presenting an example of a contextualized instructional approach to teaching developmental math, tightly coupled with research activities that inform instructional practices.&rdquo;</p>
<p>Wang, the lead author, is an associate professor with the <a href="https://elpa.education.wisc.edu/elpa">Department of Educational Leadership and Policy Analysis</a>, and a faculty affiliate of the <a href="http://wiscape.wisc.edu/">Wisconsin Center for the Advancement of Postsecondary Education</a>.<br />
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Prevost is an assistant researcher with the School of Education&rsquo;s <a href="https://wcer.wisc.edu/" title="Visit the WCER webpage" target="_blank">Wisconsin Center for Education Research</a>&nbsp;(WCER).<br />
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Also co-authoring the chapter is Yan Wang, the director of institutional research at Milwaukee Area Technical College.<br />
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The chapter explores how important contextualization is to maximizing student success, as supported by observation, surveys and interviews. Linking math concepts to real-world settings "approached mathematical ideas in myriad ways, and encouraged the pursuit of multiple solutions," and "as a result, students became eager to apply math, as they saw its role in the workforce they desire to enter."<br />
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The chapter also discusses how to use institutional data to better serve underprepared students, and how to sustain improvement efforts.</p>urn:uuid:dcbcc037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/08/21/the-atlantic-interviews-uw-s-jackson-for-report---why-men-are-the-new-college-minorityThe Atlantic interviews UW’s Jackson for report, ‘Why Men are the New College Minority’The Atlantic earlier this month posted a report headlined, “Why Men Are the New College Minority." And among the experts the publication reached out to in an effort to put this nuanced topic in perspective is Jerlando Jackson, UW-Madison's Vilas Distinguished Professor of Higher Education. Jackson is a faculty member with the School of Education’s Department of Educational Leadership and Policy Analysis, and is the director and chief research scientist at Wisconsin’s Equity and Inclusion Laboratory.Mon, 21 Aug 2017 10:30:00 Z<p>The Atlantic earlier this month posted a report headlined, <a target="_blank" title="Visit theatlantic.com to read more" href="https://www.theatlantic.com/education/archive/2017/08/why-men-are-the-new-college-minority/536103/">&ldquo;Why Men Are the New College Minority."</a><br />
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The deck headline on the report reads: ​"Males are enrolling in higher education at alarmingly low rates, and some colleges are working hard to reverse the trend.&rdquo;</p>
<p>As The Atlantic notes: &ldquo;Where men once went to college in proportions far higher than women&mdash;58 percent to 42 percent as recently as the 1970s&mdash;the ratio has now almost exactly reversed. This fall, women will comprise more than 56 percent of students on campuses nationwide, according to the U.S. Department of Education. Some 2.2 million fewer men than women will be enrolled in college this year. And the trend shows no sign of abating. By 2026, the department estimates, 57 percent of college students will be women.&rdquo;</p>
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One of the concerns, The Atlantic reports, is that &ldquo;low-income boys in places with the most economic inequality, in particular, suffer <a href="https://www.brookings.edu/bpea-articles/income-inequality-social-mobility-and-the-decision-to-drop-out-of-high-school/">what one study called</a> the &lsquo;economic despair&rsquo; of seeing little hope for financial advancement."</p>
<p>UW-Madison&rsquo;s Jerlando Jackson explains to The Atlantic how many boys perceive little benefit to college, especially considering its cost.&nbsp; Jackson, the director and chief research scientist at Wisconsin&rsquo;s Equity and Inclusion Laboratory, has written about this topic and says the idea of going to college can seem like a lot of sacrifice for a vague payoff far in the future.</p>
<p>&ldquo;They think, &lsquo;Well, I could just start out working in the mall and in six years make the same as a classmate who goes to college and whose first post-college job pays them less than I&rsquo;ll be making then,&rsquo; &rdquo; Jackson tells The Atlantic for its report. Jackson is UW-Madison's Vilas Distinguished Professor of Higher Education and is a faculty member with the School of Education&rsquo;s&nbsp;<a title="Visit ELPA website" href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy&nbsp;Analysis</a>.</p>
<p>But, as The Atlantic notes, people with bachelor&rsquo;s degrees earn 56 percent more, on average, than people with only high-school educations, <a href="https://www.newyorkfed.org/medialibrary/media/research/current_issues/ci20-3.pdf">according to the Federal Reserve Bank of New York</a>. The article also points out, however, that &ldquo;men who do enroll in college, at whatever age, are more likely than women to drop out, and they graduate at lower rates, <a href="https://nces.ed.gov/programs/coe/pdf/coe_ctr.pdf">the Education Department reports</a>.&rdquo;</p>
<p>Jackson tells The Atlantic that he thinks there&rsquo;s a surprising racial component to all this. There&rsquo;s not much work being done to encourage boys to go to college, he said, because not all of those boys are from racial and ethnic minorities society regards as disadvantaged. A lot of them are white.</p>
<p>&ldquo;It&rsquo;s a tough discussion to have and a hard pill to swallow when you have to start the conversation with, &lsquo;White males are not doing as well as one might historically think,&rsquo;&rdquo; says Jackson says. &ldquo;We&rsquo;re uncomfortable as a nation having a discussion that includes white males as a part of a group that is having limited success.&rdquo;</p>
To learn much more about this nuanced topic, check out the entire report on&nbsp;<a target="_blank" title="Visit The Atlantic website to read more" href="https://www.theatlantic.com/education/archive/2017/08/why-men-are-the-new-college-minority/536103/">The Atlantic website</a>.urn:uuid:d5bac037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/08/16/winkle-wagner-co-authors-paper-published-in-journal-of-college-developmentWinkle-Wagner co-authors paper published in Journal of College Student DevelopmentUW-Madison’s Rachelle Winkle-Wagner co-authored a recent paper that was published in the July issue of the Journal of College Student Development. The paper is titled, “Encouraged or Weeded Out: Perspectives of Students of Color in the STEM Disciplines on Faculty Interactions.” In particular, the study examines the different experiences of students of color pursuing STEM degrees at historically black colleges and universities (HBCU) versus predominantly white institutions (PWI). As the paper explains: "The findings suggest that students at PWIs felt as if faculty attempted to 'weed them out' of STEM disciplines, whereas students at HBCUs reported feeling encouraged and well socialized to enter STEM disciplines. There are important lessons from this data on how to better support Students of Color in STEM disciplines."Wed, 16 Aug 2017 10:33:00 Z<p>UW-Madison&rsquo;s Rachelle Winkle-Wagner co-authored a recent paper that was published in the July issue of the Journal of College Student Development.</p>
<p>The paper is titled, &ldquo;Encouraged or Weeded Out: Perspectives of Students of Color in the STEM Disciplines on Faculty Interactions.&rdquo;&nbsp;The lead author on the paper is Dorian McCoy, an associate professor of Educational Leadership and Policy Studies at the University of Tennessee, Knoxville. Courtney Luedke, an assistant professor of Curriculum and Instruction at UW-Whitewater, is also a co-author. &nbsp;Luedke recently earned her Ph.D. from the UW-Madison School of Education&rsquo;s Department of Educational Leadership and Policy Analysis.</p>
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Winkle-Wagner is an associate professor with the <a target="_blank" href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy Analysis</a>.&nbsp;<br />
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This research explores how vital the relationships between students and faculty are when it comes to students being successful. These relationships are even more important when it comes to students of color, who have been historically excluded from these educational systems.<br />
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In particular, the study examines the different experiences of students of color pursuing STEM degrees at historically black colleges and universities (HBCU) versus predominantly white institutions (PWI).&nbsp;<br />
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As the paper explains: "The findings suggest that students at PWIs felt as if faculty attempted to 'weed them out' of STEM disciplines, whereas students at HBCUs reported feeling encouraged and well socialized to enter STEM disciplines. There are important lessons from this data on how to better support Students of Color in STEM disciplines."</p>
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Read the full paper <a target="_blank" href="https://muse.jhu.edu/article/665675#b22">here</a>.</p>urn:uuid:e5bcc037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/08/15/uw-s-jackson-speaks-with-education-dive-about-ways-to-help-students-graduateUW’s Jackson speaks with Education Dive about ways to help students graduateEducation Dive earlier this month posted an interesting report headlined, “Nearly half of prospective college students don’t expect to graduate.” And among the experts EducationDive.com turns to in an effort to put this topic in perspective is Jerlando Jackson, UW-Madison’s Vilas Distinguished Professor of Higher Education.Tue, 15 Aug 2017 18:37:08 Z<p>Education Dive earlier this month posted an interesting report headlined, <a target="_blank" title="View the Education Dive report here" href="http://www.educationdive.com/news/nearly-half-of-prospective-college-students-dont-expect-to-graduate/448812/">&ldquo;Nearly half of prospective college students don&rsquo;t expect to graduate.&rdquo;</a> </p>
<p>The report begins: &ldquo;A pair of recently released surveys suggests that half of the nation&rsquo;s high school students feel academically unprepared for college, while half of the students entering their postsecondary education are anxious that they may not graduate, suggesting a variety of stressors could keep them from attaining a diploma.&rdquo;</p>
<p>And among the experts EducationDive.com turns to in an effort to put this topic in perspective is Jerlando Jackson, UW-Madison&rsquo;s Vilas Distinguished Professor of Higher Education.</p>
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The article notes how concerns incoming students have about their college career can be a significant challenge for higher education institutions in supporting students when they arrive in school and throughout their college career. </p>
<p>Jackson, the director and chief research scientist at Wisconsin&rsquo;s Equity and Inclusion Laboratory, explains to Education Dive how colleges and universities that recognize how important a student&rsquo;s first year can be can assist students in crises of academic preparation and confidence.</p>
<p>&ldquo;You see that in places where there are Summer Bridge programs in place, a real orientation where they talk about the key aspects of the transition process, and they have first-year student programs and initiatives and support services to recognize the real challenges in place,&rdquo; says Jackson. &ldquo;That first-year experience is very critical.&rdquo;</p>
<p>Jackson also tells Education Dive how cost realities should be taken into account, saying that there were a variety of ways that someone could be adequately prepared and educated to procure a high school diploma, but that would not adequately prepare them for college, which can be expensive.</p>
<p>&ldquo;In that regard, you begin to unravel some real financial realities. To prepare somebody to go to college is a very costly endeavor,&rdquo; says Jackson, who is a faculty member with the School of Education&rsquo;s&nbsp;<a title="Visit ELPA website" href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy&nbsp;Analysis</a>, and a faculty affiliate of the <a target="_blank" title="Visit WISCAPE website" href="http://wiscape.wisc.edu">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE). &ldquo;More critically, it is a different mindset for all those involved, from parents to teachers, to students and the whole community.&rdquo;</p>
<p>To learn much more about Jackson&rsquo;s thoughts on this hot-button topic, check out the entire report for free on <a target="_blank" title="Read the full report here" href="http://www.educationdive.com/news/nearly-half-of-prospective-college-students-dont-expect-to-graduate/448812/">this EducationDive.com web page</a>.</p>urn:uuid:03bbc037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/08/14/video-from-wiscape-budget-panel-now-availableVideo from WISCAPE budget panel now availableVideo from ​the ​July 26 ​panel discussion, "The Wisconsin 2017-19 Biennial Budget: Implications for Higher Education," hosted by the Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE), is now available on the WISCAPE YouTube channel.Mon, 14 Aug 2017 14:00:00 ZVideo from ​the ​July 26 ​panel discussion, "<a href="http://wiscape.wisc.edu/wiscape/events/past-events/2017/07/26/default-calendar/wiscape-budget-panel" title="Visit event page" target="_blank">The Wisconsin 2017-19 Biennial Budget: Implications for Higher Education</a>," hosted by the&nbsp;<a href="http://wiscape.wisc.edu/" target="_blank" title="Visit WISCAPE website">Wisconsin Center for the Advancement of Postsecondary Education</a>&nbsp;(WISCAPE), is&nbsp;now&nbsp;<a href="https://youtu.be/Hu4pl_T05CQ" title="Visit YouTube to view video" target="_blank">available on the WISCAPE YouTube channel</a><a href="https://youtu.be/48t4cJljtBA" title="Visit WISCAPE YouTube channel to view video" target="_blank">.</a><br />
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<img src="http://www.wiscape.wisc.edu/images/WebDispenser/news-and-events/budgetpanel3.tmb-small.jpg?sfvrsn=1" displaymode="Thumbnail" alt="WISCAPE Budget Panel" title="budgetpanel3" style="float: right; margin-bottom: 10px; margin-left: 15px;" />The panel featured scholars and higher education leaders representing diverse perspectives:<br />
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<li><a target="_blank" title="Visit LinkedIn profile for Tim Casper" href="https://www.linkedin.com/in/tim-casper-519a355/">Tim Casper</a>, vice president, institutional learning and effectiveness, Madison College</li>
<li><a href="https://elpa.education.wisc.edu/elpa/people/faculty-and-staff-directory/nicholas-hillman" title="Visit bio page for Nicholas Hillman" target="_blank">Nicholas Hillman</a>, associate professor, Department of Educational Leadership and Policy Analysis, ​UW-Madison, and WISCAPE faculty affiliate</li>
<li><a href="http://www.omearapublicaffairs.com/?page_id=16" title="Visit bio page for Jack O'Meara" target="_blank">Jack O&rsquo;Meara</a>, lobbyist, PROFS, and president, O'Meara Public Affairs LLC</li>
<li><a href="https://uwex.uwc.edu/about/leadership/chancellor" title="Visit bio page for Cathy Sandeen" target="_blank">Cathy Sandeen</a>, chancellor, University of Wisconsin Colleges and UW-Extension</li>
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The event was cosponsored by the <a href="http://www.lafollette.wisc.edu" title="Visit La Follette School website" target="_blank">La Follette School of Public Affairs</a> and <a href="https://profs.wisc.edu" title="Visit PROFS website" target="_blank">PROFS</a>, and WISCAPE's Noel Radomski served as moderator.​ WISCAPE is housed within the School of Education's Department of Educational Leadership and Policy Analysis.<br />
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<p><a href="https://youtu.be/Hu4pl_T05CQ" title="Visit YouTube to view video" target="_blank">Watch the video on the WISCAPE YouTube channel.</a></p>urn:uuid:1bb5c037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/07/27/radomski-weighs-in-on-recruiting-campus-leaders-from-outside-academiaRadomski weighs in on recruiting campus leaders from outside academiaWISCAPE's Noel Radomski was quoted in a Wisconsin State Journal article ​​that highlights increasing interest, including among state lawmakers and a UW System official, in recruiting ​campus leaders from outside of academia. Thu, 27 Jul 2017 17:56:26 Z<div>
<p>Noel Radomski, managing director of the <a href="http://wiscape.wisc.edu" title="Visit WISCAPE website" target="_blank">Wisconsin Center for the Advancement of Postsecondary Education</a> (WISCAPE), was quoted in <a href="http://host.madison.com/wsj/news/local/education/university/interest-in-finding-university-leaders-from-outside-academia-grows-but/article_a2d7c660-2bca-5175-87a7-7581c8de94fe.html" title="Visit Wisconsin State Journal website to view article" target="_blank">a Wisconsin State Journal article</a> ​​that highlights increasing interest, including among state lawmakers and a UW System official, in recruiting ​campus leaders from outside of academia. <br />
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Radomski said he was not aware of any chancellors in UW&rsquo;s history who came from outside academia. However, he added there was little harm in opening up the search for future university leaders to those who aren&rsquo;t professors.</p>
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<p>He also noted the jobs of chancellors have changed over the years -- "they are more involved in raising money from donors and building relationships with state lawmakers, and have far less to do with academic affairs, which are often handled by provosts, deans and other support staff."</p>
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<p>&ldquo;Do you really need to have (a chancellor) with a tenure-track background?&rdquo; Radomski asked. &ldquo;Today&rsquo;s president and chancellor is so different from yesterday&rsquo;s.&rdquo;<br />
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WISCAPE is housed in the&nbsp;<a href="http://elpa.education.wisc.edu/" target="_blank" title="Visit ELPA website">Department of Educational Leadership and Policy Analysis</a>&nbsp;(ELPA) within UW-Madison's&nbsp;School of Education. </p>
</div>urn:uuid:31abc037-c0a5-69e0-ad6d-ff0000cdac6dhttp://www.wiscape.wisc.edu/wiscape/news/2017/07/14/hillman-quoted-in-wall-street-journal-about-increase-in-fafsa-applicationsHillman quoted in Wall Street Journal about increase in FAFSA applicationsUW-Madison's Nicholas Hillman was quoted in a Wall Street Journal article​ ​reporting a 6 percent increase in applications for federal student aid in the latest cycle, reversing a four-year decline.Fri, 14 Jul 2017 17:06:38 ZUW-Madison's Nicholas Hillman was quoted in <a href="https://www.wsj.com/articles/number-of-students-applying-for-federal-aid-rises-6-after-several-years-of-decline-1499967343" title="Visit WSJ website to view article" target="_blank">a Wall Street Journal article​</a> ​reporting a 6 percent increase in applications for federal student aid in the latest cycle, reversing a four-year decline.<br />
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Among the possible reasons for the increase is an expansion of the submission window for aid forms in the latest round. Students could submit forms "as early as Oct. 1 for aid they hoped to receive in the 2017-2018 academic year," the article ​​explains, "rather than the prior&nbsp;Jan. 1&nbsp;opening date​."<br />
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<p>Hillman ​said ​the longer window for submission "is particularly valuable for high school seniors​. ... Many of them need to compare aid offers before committing to a college​​."</p>
​He continued that "the changes didn&rsquo;t require a significant financial investment from the government but yielded positive returns."<br />
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Hillman is an associate professor with the School of Education's&nbsp;<a href="https://elpa.education.wisc.edu/">Department of Educational Leadership and Policy Analysis</a>&nbsp;who researches higher education finance and policy. He also is a&nbsp;<a href="https://www.wiscape.wisc.edu/" target="_blank" title="Visit WISCAPE website">Wisconsin Center for the Advancement of Postsecondary Education</a>&nbsp;faculty affiliate.<br />
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